This paper seeks to find a middle way between the views of hume and kant on the issue of the motivation of action-hume holding reason to be important in the production of action, and kant holding action in accord with reason alone to be possible. it further suggests that sustaining the middle way requires insisting on an account of the nature of values different from that held by either hume or kant.
This paper continues the discussion of the theory of eliminative materialism. The argument of the paper is that there is a simple principle about denotation--Called "the principle of the use of inter-Denoting terms"--Which can be seen to be clearly and necessarily true, And also to be inconsistent with the theory of eliminative materialism.
A Page of this MS, which however I discovered independently, is reproduced by M. Chatelain in his Paléographie des Classiques Latins, and for an account of the codex I refer to vol. ii. p. 11 of that work. The volume consists of four parts: Juvenal, ff. 1–47; Persius, ff. 48–59; Horace, ff. 60–93; Juvenal, ff. 94–113. This last part contains Sat. i. 1–ii. 66, iii. 32–vi. 437, i.e. two intermediate leaves, the two outside double leaves of the first quire of (...) eight, of 34 lines on a page, have been lost. The quires b and c are disordered. Foil. 94v–97 contain i. 1–ii. 66, ff. 98–105, v. 98–vi. 437, ff. 106–113, iii. 32–v. 97. (shrink)
No one probably feels tempted to deny that our best authority for the text of the Tragedies is the Etruscus, E , but the authority relatively due to the interpolated tradition A is still a matter of dispute. Leo indeed professed to deny all authority to the evidence of A, even where E is manifestly corrupt. But we should be justified in doing this only if the interpolator of A had based his edition on the text of E, and the (...) text of E had suffered no corruptions subsequent to the making of the A edition. That this is so there is not the least reason to suppose. Peiper therefore was right in requiring for his apparatus criticus an account of the pure A text, though neither he nor Richter took the trouble to search out the oldest and best MSS of the A tradition out of the three hundred or more available. (shrink)
Fish, S. Georgics of the mind: Bacon's philosophy and the experience of his Essays.--Brett, R. L. Thomas Hobbes.--Watt, I. Realism and the novel.--Tuveson, E. Locke and Sterne.--Kampf, L. Gibbon and Hume.--Frye, N. Blake's case against Locke.--Abrams, M. H. Mechanical and organic psychologies of literary invention.--Ryle, G. Jane Austen and the moralists.--Schneewind, J. B. Moral problems and moral philosophy in the Victorian period.--Donagan, A. Victorian philosophical prose: J. S. Mill and F. H. Bradley.--Pitcher, G. Wittgenstein, nonsense, and Lewis Carroll.--Bolgan, A. C. (...) The philosophy of F. H. Bradley and the mind and art of T. S. Eliot: an introduction.--Davie, D. Yeats, Berkeley, and Romanticism.--Ross, M. L. The mythology of friendship: D. H. Lawrence, Bertrand Russell, and "The Blind man".--Rosenbaum, S. P. The philosophical realism of Virginia Woolf.--Bibliography (p. 357-360). (shrink)
This article aims to discuss the history of medical history in the British medical undergraduate curriculum and it reviews the main characters and organisations that have attempted to earn it a place in the curriculum. It also reviews the arguments for and against the study of the subject that have been used over the last 160 years.
Backround Education in ethics and professionalism should reflect the realities medical students encounter in the hospital and clinic. Method We performed content analyses on Case Observation and Assessments (COAs) written by third-year medical students about ethical and professional issues encountered during their internal medicine and paediatrics clinical clerkships. Results A cohort of 141 third-year medical students wrote 272 COAs. Content analyses identified 35 subcategories of ethical and professional issues within 7 major domains: decisions regarding treatment (31.4%), communication (21.4%), professional duties (...) (18.4%), justice (9.8%), student-specific issues (5.4%), quality of care (3.8%), and miscellaneous (9.8%). Conclusions Students encountered a wide variety of ethical and professional issues that can be used to guide pre-clinical and clinical education. Comparison of our findings with results from similar studies suggests that the wording of an assignment (specifying “ethical” issues, “professional” issues, or both) may influence the kinds of issues students identify in their experience-based clinical narratives. (shrink)
The popular impression of Epicurean hedonism is that it advocates a life of sensual delights. Scholars know, however, that this impression is mistaken, both because of the overall conceptual structure of Epicurus’ ethics and because Epicurus prominently and repeatedly expressed such ideas as this.
Do our lives have meaning? Should we create more people? Is death bad? Should we commit suicide? Would it be better if we were immortal? Should we be optimistic or pessimistic? Life, Death, and Meaning brings together key readings, primarily by English-speaking philosophers, on such 'big questions.'.
The charge of relativism is regularly leveled against pragmatists. The best response to this charge appears in the work of John Dewey. Contemporary pragmatists such as Richard Rorty and Hilary Putnam frequently bear the brunt of that charge, although they do not rebut the charge as effectively as does Dewey himself. This essay brings focus to the charge of relativism against pragmatists and turns it aside by recourse to an essay of Dewey’s from 1908 that specifically focuses on issues of (...) knowledge. This essay also explains how what we think of as a priori arts—logic, mathematics, ethics, ontology, etc.—appear differently from the humanizing perspective of pragmatism. (shrink)
In what follows I want to endorse and to reinforce what seems to me a pragmatic, and more specifically a Deweyan, account of the dim prospects for traditional moral theory. I want further to describe a role for moral philosophy that accepts the demise of moral theory, a role exemplified by Dewey himself in his insistence on the place of intelligence and reflection in a satisfactory life. Dewey’s insistence on intelligence and reflection in the good life gives rise to a (...) large–scale moral ideal, the ideal of the reflective life; I describe that ideal and contrast it with some others. (shrink)
